Fostering Reading Comprehension and Self-Directed Learning in a Collaborative Strategic Reading (CSR) Setting

Keywords: collaborative strategic reading, collaborative work, reading comprehension, reading strategies, self-directed learning

Abstract

This research project was carried out at five public educational institutions by a group of English teacher-researchers based in different regions of Colombia. Due to a shared concern about the development of reading skills and self-regulation in the L2 classroom, a multiple case action research study was designed to examine whether the use of Collaborative Strategic Reading (CSR) (Klingner, Vaughn & Schumm, 1998; Klingner & Vaughn, 1998) could foster reading comprehension in learners and at the same time help them become self-directed learners. Student pre and post questionnaires, reading tests and learning logs, as well as teacher’s journals constituted the data collection methods used during the study. Results indicate that the use of CSR impacted participants’ learning attitudes and habits positively.

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Author Biographies

Jenny Mendieta, Universidad de La Sabana

Jenny Mendieta holds a BA in Modern Languages and a master’s degree in Applied Linguistics from Universidad Distrital Francisco Jose de Caldas. She is currently undertaking a PhD program in Applied Linguistics at the University of Auckland, New Zealand and is working for the Master’s Program In English Language Teaching For Self - Directed Learning at Universidad de La Sabana.

 

Libardo Múnera, Intitución Educativa José Antionio Galán
Libardo Munera holds a BA in Modern Languages from Universidad de Antioquia and a master’s degree in Self-Directed Learning from Universidad de la Sabana. He has worked in different institutions and nowadays he is a full-time teacher at Colegio Jose Antonio Galan (state school).
Tatiana Olmos, Universidad de Córdoba
Tatiana Olmos holds a BA and a specialization in ELT from Universidad de Córdoba, and a master’s degree in Self-Directed Learning from Universidad de la Sabana. She has been teaching for 13 years in different institutions and currently she is a full-time teacher at Universidad de Córdoba.
Clara Onatra, Universidad Nacional de Colombia
Clara Onatra holds a BA in Spanish and English from Universidad Pedagógica  Nacional and a master’s degree in Self-Directed Learning from Universidad de la Sabana.  She has been teaching for 10 years in private and public institutions in Bogotá. Currently, she works as a full-time teacher at Universidad La Gran Colombia and Universitaria Agustiniana.
Patricia Pérez, Intitución Educativa Policarpa Salavarrieta
Patricia Perez holds a BA in Foreign Languages from Universidad de Pamplona and a master’s degree in Self-Directed Learning from Universidad de la Sabana. She has worked in different institutions and nowadays she is a full-time teacher at Colegio Policarpa Salavarrieta.
Elizabeth Rojas, Colegio Atenas, Universidad La Gran Colombia
Elizabeth Rojas holds a BA in Modern Languages from Universidad Distrital  Francisco José de Caldas and a master’s degree in Self-Directed Learning from Universidad de la Sabana.  She has been teaching for 15 years in high school institutions and for 5 years at different universities in Bogotá.  Currently, she is as a full-time teacher at Universidad La Gran Colombia and at Colegio Atenas (state school).

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Published
2015-08-10
How to Cite
Mendieta, J., Múnera, L., Olmos, T., Onatra, C., Pérez, P., & Rojas, E. (2015). Fostering Reading Comprehension and Self-Directed Learning in a Collaborative Strategic Reading (CSR) Setting. Íkala, 20(1), 15-42. https://doi.org/10.17533/udea.ikala.v20n1a02
Section
Empirical Studies